Progress Monitoring DIBELS Oral Reading Fluency Fifth ...

Dynamic Indicators of Basic Early Literacy Skills 6th Edition

DIBELS

Progress Monitoring DIBELS Oral Reading Fluency

Fifth Grade Scoring Booklet

Edited By: Roland H. Good III Ruth A. Kaminski University of Oregon

Available:

Instructions: This packet includes 2 parts: the student response form and student stimulus materials. The student response forms are photocopied back to back and saddle stapled. The same form is used by each student for each benchmark assessment throughout the year. The second part is the reusable student stimulus materials. Make one copy for each person who is doing the benchmark testing. They can be

laminated and comb bound for reuse.

Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Available: .

? 2003, 2003 Dynamic Measurement Group, Inc.

Revised: 10/23/03

DIBELS Oral Reading Fluency Short Form Directions

Make sure you have reviewed the long form of the directions and have them available. Say these specific directions to the student:

Please read this (point) out loud. If you get stuck, I will tell you the word so you can keep reading. When I say, "stop" I may ask you to tell me about what you read, so do your best reading. Start here (point to the first word of the passage). Begin.

Start your stopwatch when the student says the first word of the passage.

At the end of 1 minute, place a bracket ( ] ) after the last word provided by the student, stop and reset the stopwatch, and say,

Stop. (remove the passage)

If the student reads more than 10 words correct, proceed with the retell part. Say,

Please tell me all about what you just read. Try to tell me everything you can. Begin. Start your stopwatch after you say

"begin".

The first time the student does not say anything for 3 seconds, say

"Try to tell me everything you can." This prompt can be used

only once.

If the student does not say anything or gets off track for 5 seconds, circle the total number of words in the student's retell and say,

"Stop."

At the end of 1 minute, circle the total number of words in the

student's retell and say, "Stop."

Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Available: .

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? 2003, 2003 Dynamic Measurement Group, Inc.

Dynamic Indicators of Basic Early Literacy Skills 6th Ed.

University of Oregon Fifth Grade ? DIBELS Oral Reading Fluency

Name:

Teacher:

June Scores

May Scores

April Scores

March Scores

Feb. Scores

Jan. Scores

Dec. Scores

Nov. Scores

Oct. Scores

Sept. Scores Wk 1

Wk 3

Wk 2

140 120 100

80 60 40 20

? 2003, 2003 Dynamic Measurement Group, Inc. Revised: 10/23/03

Page 1

Wk 4 *Each tick is 4 points. Goal of 124 is an initial estimate.

Progress Monitoring Probe 1 DIBELS Oral Reading Fluency

High-Speed Trains

Every day in places around the world, special trains called

10

high-speed trains travel between cities at amazingly fast speeds. 20

Passengers everywhere seem to love the ride these trains

29

provide. Adam Lee, a teacher, recently rode a high-speed train in 41

France. "I felt as if I was gliding along on a sheet of ice," he

56

reported.

57

One type of high-speed train was first introduced in Japan

68

about forty years ago. The train is low to the ground, and its nose 82

looks somewhat like the nose of a jet. Because of its sleek

94

design, the train is called a bullet train. Early bullet trains

105

provided the first passenger service that moved at a speed of one 117

hundred miles per hour. Today, bullet trains are even faster,

127

traveling at speeds of almost two hundred miles per hour.

137

There are many reasons that high-speed trains are popular. 147

For one thing, the trains have excellent safety records. In Japan, 158

three billion passengers have ridden on bullet trains, and yet not 169

one person has ever been injured. In addition, high-speed trains 180

do not use as much fuel as other forms of transportation. They 192

are powered by electricity that comes from a wire running above 203

the train. As a result, they burn less fuel than older trains and

216

jets.

217

Another reason that high-speed trains are popular is their

227

comfort. Passengers sit in wide, comfortable seats and watch the 237

passing view from wide windows. In some trains, these happy 247

customers are even served food and drinks.

254

Experts are using technology to design ever faster high-speed 264

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Notes:

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Notes:

Progress Monitoring Probe 1 (Continued) DIBELS Oral Reading Fluency

High-Speed Trains (Continued)

trains. One of the newest types makes use of magnets in the train 277

tracks. The magnets turn on and off rapidly, causing the train to 289

"float" above the tracks. One train of this type can travel more 301

than thirteen miles in just seven minutes!

308

In the future, high-speed trains will, no doubt, be even faster 320

than they are today. In the meantime, if you ever have a chance 333

to ride a high-speed train, don't hesitate for a second. You may 346

just miss your chance.

350

ORF Total:_________

Retell:

* * * 30 * * * 60 * * * 90 * * * 120 * * * 150 * * * 180

Notes:

Retell Total:_________

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Progress Monitoring Probe 2 DIBELS Oral Reading Fluency

A Streetcar Museum

During the early part of the twentieth century, people rode

10

trolleys, or streetcars, in some cities. These streetcars were small 20

railroad cars that operated on tracks. The earliest streetcars were 30

pulled by horses. They were introduced in New York City

40

almost two hundred years ago. Later streetcars were powered by 50

electricity, which came from overhead wires or from

58

underground rails. The use of streetcars decreased after the first 68

World War, when city leaders began to replace streetcars with

78

buses.

79

Today, people can still ride streetcars in a few of our nations' 91

cities. They can also see examples of streetcars at museums. For 102

example, the Shore Line Trolley Museum has almost one

111

hundred streetcars. The people who created this museum

119

carefully selected the streetcars on display. They wanted to show 129

their visitors all the different kinds of streetcars that once

139

existed. Visitors learn that most streetcars were built during a

149

thirty-year period now called the streetcar's "glory days." The 159

oldest streetcar at the museum is about one hundred and forty 170

years old, and still looks in good shape.

178

People who visit the museum usually start with a guided tour 189

of the exhibits. They learn about the history of streetcars, how 200

streetcars use power to run, and how streetcars affected people's 210

lives. They also see objects such as photographs, streetcar

219

schedules, and tickets. Next, they may stop by the workshop at 230

the museum. There, they can watch workers repairing streetcars 239

and preparing them for display.

244

Most visitors end their visit to the museum with a ride on a 257

streetcar. The ride takes the passengers along a scenic three-mile 268

route, traveling on rails that have been in place for a hundred

280

years. Like the other streetcars at the museum, these streetcars 290

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? 2003, 2003 Dynamic Measurement Group, Inc.

Progress Monitoring Probe 20 (Continued) DIBELS Oral Reading Fluency

The Food Tree (Continued)

branch hit the ground. The animals looked surprised because

310

lemon trees and tomato plants had never existed before. Soon, 320

different kinds of foods were growing from the ground

329

everywhere the animals looked.

333

A cheer arose from the group. They knew that because they 344

had worked together, there would now be food for all the

355

animals and people in the world to share.

363

ORF Total:_________

Retell:

* * * 30 * * * 60 * * * 90 * * * 120 * * * 150 * * * 180

Notes:

Retell Total:_________

? 2003, 2003 Dynamic Measurement Group, Inc.

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